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Primary Science: https://go.gov.sg/ctle26edtech-prisc

1. MOE AIEd Implementation Guide & Checklist: Access the latest copy, updated in Feb 2026)​

2. 2025 CTLE Webinar_ Enhancing Student Learning Through Analytics: A Subject-Specific Approach: Click and explore the subject-specific webinar​

3. AI102: Introduction to AI Literacy for Teaching and Learning: Complete the MLU in OPAL ​

4. Summary of a literature review on the use of AI in education: A systematic literature review of generative artificial intelligence (GenAI) literacy in schools (Park, 2025): Review the article for empirically grounded findings into classroom application.

Questions:

1. What is a question you have after reading/viewing the pre-session material(s)?​

2. What is a question that you would like the panellists to address during the webinar?

• Individual: How do the lesson examples shared today challenge or affirm your current assumptions about when AI adds genuine value to student learning in your subject?​

• Group Discussion: As a department or team, how consistent are we in our decisions about when to use AI in our lessons? ​

• Action: How will you communicate your rationale for using or not using AI to your students, so they too develop a principled understanding of its role in learning?

https://vle.learning.moe.edu.sg/community-gallery/module/view/5695ecab-2d16-44b0-b14f-1ff586391da6

AST FA-Math P3 Fractions – Simplifying Fractions

https://vle.learning.moe.edu.sg/community-gallery/module/view/7d37e04c-02bb-4273-a2bc-e052bc776e12

Self-Directed PD for FA-Math [With Questions]

https://vle.learning.moe.edu.sg/community-gallery/module/view/7df62c95-2af3-406a-bd5b-ea43d9fa40d3/section/75881792/activity/75881831

YouTube video on how to create Fill in the blank questions in FA-Math

https://padlet.com/loh_guat_bee/workshop-leveraging-fa-math-to-develop-student-metacognition-tvcug80l4obucx9e/wish/94PGWnopLYLbaLRV

FA-Math Repository

List of FA-Math lessons in Community Gallery (mainly co-constructed by AST and pilot schools)

https://docs.google.com/spreadsheets/d/16Rnlunf0u7Pd9n3fvnT2uApD8Nkm6Dng/edit?gid=882680628#gid=882680628

https://www.opal2.moe.edu.sg/app/learner/detail/course/89daa2e7-ca1b-468e-afe0-931b2396053c

Log into MOE Icon to access the AIEd Pedagogical Guide Tool for Math T&L

https://docs.google.com/document/d/1pCFft19f0d6nUb38-0CEB9loKqTBjDe2/edit

To learn how to set up LEA in SLS, watch this video: https://youtu.be/dvu_fs6QDQs?si=mxYmmrcIeZTslLQt

The guide places strong emphasis on managing hallucinations, safety testing and human oversight. If an AI chatbot is designed using a strictly controlled Question-and-Answer knowledge base, where responses are limited to predefined answers and no generative content is allowed, would MOE still consider hallucination risks sufficiently mitigated, or would the same safety testing and governance requirements continue to apply?

However, I've tried LEA in my lesson, it's quite hard to come up with the right prompts to help guide the chatbot to interact with the students in a way that does not allow them to deviate from the topic learnt and yet not inhibit their curiousity too much. FA Math also sound good but as someone who is not so good at the technical parts of ICT, it is really challenging. I wish there are more support in learning how to use these resources.

Group: As a team, I think we need to be more consistent in asking: “What is the learning purpose, and does AI actually help?” We shouldn't use AI just because it is available.

Action: I would also explain this to my students that AI is there to support and enhance their learning, not replace their thinking. Sometimes AI is useful, but sometimes the best approach is still hands-on learning and classroom discussion.

However, I realise that AI may also make learning too easy if students use it to get answers without thinking. This can reduce their opportunity to struggle, make mistakes and develop their own mathematical reasoning.

Therefore, I think AI is most useful when it helps students think more deeply, rather than simply gives them the answer. For example, AI can ask questions, give hints, show different methods and help students check and explain their thinking.

Group: Human in the loop. In all AI interaction, teachers must be in the loop to ensure the interaction with students are meaningful and safe.

Action: We will use AI just like any other tech tool we use as long it helps students to learn and teachers to teach with all the safeguards.

For teachers, categorising student responses (DAT) can provide fast, effective monitoring so student misconceptions can be addressed and corrected quickly.

When planning for tech-enabled lessons, the various frameworks available can help keep us on track and ensure that we do not lose sight of what our lessons are ultimately intended to achieve (e.g. KAT, RAT and the STP Teaching Areas).

The five questions under Pedagogical Considerations also provide a structured approach to guide teachers in deciding whether AI-enabled features are appropriate and meaningful for a particular lesson.

“AI can help us learn Maths, but it should not do the Maths for us.”

I am wondering beside SLS, what are AI tools could be used?

However, students are still encouraged to explain their reasoning aloud and not rely on AI to simply give them the answer.

I am also reminded that we should not use AI simply because it is available. The key question should be: “What does AI enable my students to learn or do better?” If a simpler teaching strategy or hands-on activity achieves the objective more effectively, AI may not be necessary.

Action: Students need to be told that AI is a good tool but AI can be wrong, hence they are encouraged to think on their own before checking AI. To confirm their assumption, various sources of info needs to be explored, not just depend on AI alone.

What struck me most were the five questions to ask before introducing an AI tool. They get at what I genuinely care about: whether it supports or replaces my students' thinking, whether it builds their agency, and whether it truly makes my teaching more meaningful, not just more automated. Thanks for systematically showing how it is being done.

However, AI should not replace the students’ own thinking and problem solving. For basic numeracy, factual fluency and calculation skills, students still need opportunities to practise independently and develop confidence without relying on AI.

I find AI induced lessons particularly useful. These platforms have the potential to support teaching, assessment, and student learning. However, educators will need to spend time evaluating and adapting the resources to suit their lesson objectives and students' needs. I also recognize the importance of ensuring that students first gain a solid understanding of concepts through teacher-led instruction and guided learning activities. AI tools should complement, rather than replace, the foundational learning process, helping students strengthen their understanding and achieve greater mastery of the topic.

From your classroom experience, would you say that the students were sufficiently patient and spent the time to read through to understand what Salis was saying? After that, did they respond appropriately to what Salis said to them after their first question?

If the time constraint makes incorporating FA math in lesson time unrealistic, then are not the various mathematical platforms that provide instant feedback serve their purpose similar to that of FA math? Just that the teacher will have a lag time to address misconceptions.

Nonetheless, I see AI tools play an important role in teaching and learning. Would be keen to learn more of implementing such tools in my lessons.